“É tipo Zouk”:

eixos metodológicos para o ensino-aprendizagem em danças de salão a partir dos estudos sobre performance na Educação

Abstract

Observation of ballroom dance lessons can reveal pedagogical practices based on traditional models established on a logic of “banking” education that still persists in current teaching-learning contexts. From a performative perspective, our study proposes to shed some light on the teaching of ballroom dancing, in particular, focusing on its methodological processes, and its reverberations for dance, in general, as a theoretical and formative field. Based on studies on performance in education, our qualitative research has as its object of analysis a series of ballroom dance lessons in an attempt to identify the traditional aspects and meanings underlying them, in order to rethink them in light of new educational possibilities in contemporary dance. In the disharmony between dances, as a practice and theoretical field, it was possible to observe, both in teaching and in ballroom dances, the way in which traditional hierarchies are (re)produced and perpetuated, not only promoting an erasure of subjects, but also cultivating prejudices related mainly to issues of gender and sexuality. From a performative perspective, we point out alternative paths for methodological axes in the teaching of ballroom dance as part of the É Tipo Zouk festival, giving rise to other ways of experiencing ballroom dances, thus reconfiguring their traditional logics.